LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation). LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
In this lesson, students will be introduced to plant classification [types of leaves and plants: simple, compound, angiosperms, gymnosperms, etc]. Then we'll review for the test by playing Jeopardy in teams.
Opportunities to Learn:
Depth of Knowledge
Level 1 Knowledge:
Students will recall information from the unit while playing a test review game of Jeopardy.
Level 2 Comprehension:
Students will explain the differences in a variety of leaves by using a dichotomous key.
Students will identify a variety of leaves by using a dichotomous key.
Prerequisite Knowledge
Students should be knowledgeable of all the information covered during the unit [light spectrum, chloroplasts, light-dependent reactions, light-independent reactions, plant classification, etc.].
Plans for Differentiating Instruction
This lesson is difficult because of the use of the dichotomous key, which can be tricky to use. In order to ease students into using the keys, I will demonstrate how to use one with the whole class and then we will do 2-3 leaves together as a class. This will allow students to use them with ease, at a leisurely pace, and to become comfortable with the keys. Then students will work in pairs to key out a leaf that will be assigned to them. They will be working at their own pace and will be able to ask questions but I will help them figure out the answer(s) on their own versus the beginning of the class when we keyed out leaves together step by step.
Accommodations and Modifications
Dichotomous key's are available to students prior to the class period depending on IEP's for those students. This will allow them to get some practice at home if they desire to do so prior to the class period or they can just review how the key is set up and how to use it. I will offer help with this the day prior to today's class period by staying after school and meeting with students to show how to use the key and answer any questions. This will help them become familiar with this task prior to the lesson.
Environmental factors
Students will work independently at their tables (2 students per table) for most of the class period, except when working on the dichotomous keys and Jeopardy when they will work in pairs and groups of 3-4 students repectively.
Materials
Various leaves with different characteristics (smooth, compound, toothed, etc)
Dichotomous keys for all the students
Jeopardy document
Computer
Overhead/chalkboard, markers, clear transparency
Objectives:
Describe how the appearance of a leaf affects its function.
Key out the leaf assigned to them by using the given dichotomous key.
Instruction:
Opening:
Warm-up question: How does the appearance of a leaf affect its function? Have students record their responses in their notebooks. Then we'll discuss student's thoughts as a class. Reaction to Reading: No reading assignment. Question for the Day: Same as warm-up question. Agenda: Plant Classification, Test Review Jeopardy
Engagement:
Now that we've looked at photosynthesis and the details involved, let's look at some basic leaf types and how they're arranged on branches and stems. I'll give some notes on leaf types [simple,compound, coniferous] as well as discuss examples of vascular and non-vascular plants, and some tissues of a leaf [epidermis, mesophyll...].
Then, we'll take a look at a simple dichotomous key and key out 2 or 3 leaves together as a class, step by step being sure to notice why each step was chosen [what the difference between toothed and smooth etc. is and looks like]. Then students will work in pairs to key out a leaf they are assigned using a key I will give them. They will record each step in their lab notebooks [2a, 2b etc.] until they have identified at least the genus of their leaf. I will be walking around assisting students when necessary. Once students are finished, I will collect their recordings.
At this time, I will allow students to break up into groups of 3-4 to play review Jeopardy. I will allow students to review their notes and handouts for a few minutes and to choose a team name. Then students will try to be the first to answer a quick questions regarding photosynthesis which will decide who gets to go first. The team who is the first to raise their hand and have the correct answer will get to go first. Then teams will answer questions in a clockwise manner following the rules of Jeopardy. The winning team will receive a small amount of extra credit on the test.
Closure:
Take Away Points: I will review with students what we covered in class today by writing (with help from the students) key details from today's class. It will be a basic review of the leaf types and how we keyed out the leaves. Answer to Question for the Day: How does the appearance of a leaf affect its function? Ask students what their thought's are on the question and have them write as many thoughts regarding the issue on a slip of paper. Have them share with the class their answers and thoughts. [The epidermis protects it from drying out, veins have xylem and phloem, etc.]. Lit Strategy for Exit Assessment: No exit assessment because more time will be spent on answering the question for the day. Questions for the day reactions will count as exit assessment. Pre-Reading Strategy and Homework: Review notes, handouts, and textbook to study for test. Study Strategies/Tips:
Choose the Right Environment= The place you choose to study should not be distracting. Distractions can build up, and the first thing you know, you're out of time and out of luck. Make choosing a good physical environment a part of your study habits.
Organization= Organize your notes, handouts and textbook pages. Make sure everything is easily accessible and is in order this way you will not waste any time trying to find anything.
Rewrite your notes= This is one tip that may not be effective for everyone but it refreshes your memory and you're able to expand on the knowledge that you've had in class.
Lesson Plan
Return to Unit Plan
Lesson Title: Plant Classification/Test Review
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Scienceo Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
In this lesson, students will be introduced to plant classification [types of leaves and plants: simple, compound, angiosperms, gymnosperms, etc]. Then we'll review for the test by playing Jeopardy in teams.Opportunities to Learn:
Depth of Knowledge
Level 1 Knowledge:- Students will recall information from the unit while playing a test review game of Jeopardy.
Level 2 Comprehension:Prerequisite Knowledge
Students should be knowledgeable of all the information covered during the unit [light spectrum, chloroplasts, light-dependent reactions, light-independent reactions, plant classification, etc.].Plans for Differentiating Instruction
This lesson is difficult because of the use of the dichotomous key, which can be tricky to use. In order to ease students into using the keys, I will demonstrate how to use one with the whole class and then we will do 2-3 leaves together as a class. This will allow students to use them with ease, at a leisurely pace, and to become comfortable with the keys. Then students will work in pairs to key out a leaf that will be assigned to them. They will be working at their own pace and will be able to ask questions but I will help them figure out the answer(s) on their own versus the beginning of the class when we keyed out leaves together step by step.Accommodations and Modifications
Dichotomous key's are available to students prior to the class period depending on IEP's for those students. This will allow them to get some practice at home if they desire to do so prior to the class period or they can just review how the key is set up and how to use it. I will offer help with this the day prior to today's class period by staying after school and meeting with students to show how to use the key and answer any questions. This will help them become familiar with this task prior to the lesson.Environmental factors
Students will work independently at their tables (2 students per table) for most of the class period, except when working on the dichotomous keys and Jeopardy when they will work in pairs and groups of 3-4 students repectively.Materials
Objectives:
Instruction:
Opening:
Warm-up question: How does the appearance of a leaf affect its function? Have students record their responses in their notebooks. Then we'll discuss student's thoughts as a class.Reaction to Reading: No reading assignment.
Question for the Day: Same as warm-up question.
Agenda: Plant Classification, Test Review Jeopardy
Engagement:
Now that we've looked at photosynthesis and the details involved, let's look at some basic leaf types and how they're arranged on branches and stems. I'll give some notes on leaf types [simple,compound, coniferous] as well as discuss examples of vascular and non-vascular plants, and some tissues of a leaf [epidermis, mesophyll...].Then, we'll take a look at a simple dichotomous key and key out 2 or 3 leaves together as a class, step by step being sure to notice why each step was chosen [what the difference between toothed and smooth etc. is and looks like]. Then students will work in pairs to key out a leaf they are assigned using a key I will give them. They will record each step in their lab notebooks [2a, 2b etc.] until they have identified at least the genus of their leaf. I will be walking around assisting students when necessary. Once students are finished, I will collect their recordings.
At this time, I will allow students to break up into groups of 3-4 to play review Jeopardy. I will allow students to review their notes and handouts for a few minutes and to choose a team name. Then students will try to be the first to answer a quick questions regarding photosynthesis which will decide who gets to go first. The team who is the first to raise their hand and have the correct answer will get to go first. Then teams will answer questions in a clockwise manner following the rules of Jeopardy. The winning team will receive a small amount of extra credit on the test.
Closure:
Take Away Points: I will review with students what we covered in class today by writing (with help from the students) key details from today's class. It will be a basic review of the leaf types and how we keyed out the leaves.Answer to Question for the Day: How does the appearance of a leaf affect its function? Ask students what their thought's are on the question and have them write as many thoughts regarding the issue on a slip of paper. Have them share with the class their answers and thoughts. [The epidermis protects it from drying out, veins have xylem and phloem, etc.].
Lit Strategy for Exit Assessment: No exit assessment because more time will be spent on answering the question for the day. Questions for the day reactions will count as exit assessment.
Pre-Reading Strategy and Homework: Review notes, handouts, and textbook to study for test.
Study Strategies/Tips:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: